Monday, February 11, 2013

Language Experience in Music for ESL, Workshop at Hawaii TESOL, Feb. 16, 2013



Summary:
Breathe new life into ESL classes by capitalizing on the power of music for self-expression and social communication. This workshop focuses on music as both content and process for developing classroom instruction and task-based projects. View sample lessons and locate resources for both low tech and high tech music-related activities. 

Full Abstract:
Music is a form of universal communication that offers an emotionally satisfying, intellectually stimulating, and culturally uplifting vehicle for learning English. As a content area, it affords an interdisciplinary opportunity for thematic approaches that are historical, anthropological, literary in viewpoint, or which apply the principles of musicology and musicianship to the language learning experience. Through the process of music creation, its appreciation and performance, teachers can get their students to work cooperatively, and communicate more meaningfully.

This workshop will show how an ESL language course can adopt music activities at any level of language proficiency for developing their students' English language skills. The innate enjoyment of music helps in learning to communicate through self-expression and through a variety of learning styles. While mainly practical in aim, the session will briefly explain the process of integration of content, learning strategies, and also developing intercultural competence via several sample music-based instructional tasks. Addressing instruction that supports language growth, and creative self-expression is a special consideration. 


Nowadays, music-related content and the tools to create, record and share musical performances are widely accessible through the use of computer technology, and mobile IT (iPod, iPhone, and iPad), as well as with human voices, our bodies and simple hand-made instruments. Resources for planning and adding further music-based activities will also be presented. This workshop can benefit any teacher, whether novice or experienced, in applying content-focused, task-based instruction more successfully, particularly those who have a strong interest in music of various genres.

Resources:

Making Instruments

Shakuhachi:   the Japanese bamboo flute

How to make a PVC (plastic pipe) shakuhachi
http://www.fides.dti.ne.jp/~sogawa/englishpagepvc.html
What does the shakuhachi sound like?   Listen to a beginner player.
http://www.youtube.com/watch?v=BjJ6DomgoA8
How to play the shakuhachi  (Japanese bamboo flute)
http://www.youtube.com/watch?v=0lupPlCAkao





The ESL Teacher’s Hands-On Guide to E-Learning through Moodle


These links are used in the The ESL Teacher’s Hands-On Guide to E-Learning through Moodle workshop, given at the Hawaii TESOL 2013 Conference, held at the University of Hawaii, Hilo Campus, on February 16, 2013.

Summary: 

The workshop guides teachers in hands-on steps involved in setting up, adding basic content, and managing an online course using Moodle. The presenter shows how to build e-learning activities and integrate assignments that make an online classroom either a small part or an integral component of anyone’s teaching.



Full Abstract:
This workshop takes teachers through the basic steps for setting up, constructing activities, and managing an online course using Moodle. The free Moodle hosting service, Educadium, can be simple startup for organizing online learning. The presenter explains what a learning management system (LMS) like Moodle offers. He provides guidelines for integrating an online component to your teaching, and leads you through hands-on steps to accomplish the enrollment of students, organizing the course content, and collecting and grading assignments.
Moodle has become an increasingly popular learning management system for schools and colleges, which exceeds its expensive rivals, Blackboard and WebCT. Not only is it free Open Source software, but it is based on social constructivist theory. There is a simple-to-use test-making module within it for creating powerful online tests that include use of media files, multiple question formats, and both simple and sophisticated grading functions. Further, it has several useful activity modules for enhancing communication and student-teacher feedback, such as the forums, workshops, and surveys.
The presenter uses Moodle to guide freshmen college students in Japan learn international communication in an EFL course. The workshop is appropriate for teachers of any experience level wanting to add online components to a course or for those who want a fully online classroom. Since it is free to start and develop the course, you can begin small and build up your repertoire of skills and the level of student involvement. Resources and guidance for integrating your instructional activities into an online classroom are introduced. 

Workshop links'  
 A sample course for discovery and practice
 http://edvantix.ninehub.com
Educadium Sample Courses
http://campus.educadium.com/leilaniakia/

Create your own Moodle Courses (free for up to 25 participants(
http://www.educadium.com/

 

List of Quick Start Links:

Following and learning from these existing (semi-permanent) resources will put participants through the basic steps needed and equip them with the knowledge involved in setting up, adding basic content, and managing an online course using Moodle. A course can be created quickly and easily for free on Ninehub. (see link below). The live workshop presentation offers guidance for building learning activities and assignments to make an online classroom that can be an integral component of anyone’s teaching.




Print Resources and Video:
Hands-on Moodle Learning:
Try it out for yourself. These answer the question: Where can I actually try Moodle?
  • Moodle.org Demonstration Site
  • Educadium (sample course )    http://campus.educadium.com/leilaniakia/      You can create your own instant Moodle site and add courses at Educadium.com  It's free (but may become limited soon). You'll have full admin rights which is great to find out what features and capabilities exist, but it can be a bit daunting - at first. Use the basic tutorials (text and video) first to understand the basics of using and setting up a course and activities with it.
  • D.Brooks' Edvantix.ninehub.com -- The Moodle Training Course for ESL Teachers is a course that already exists - so set-up isn't needed. You'll be a TEACHER once you sign up and have the rights to add content and create activities. Ninehub.com is no longer offering free hosting for small classes (25 students). However, you can still do so at  Educadium http://www.educadium.com/educadium/app/wizard.php?mode=wizard
  • Try setting up some Moodle activities. Remember in some cases, you may need to upload some necessary files( Office documents, audio or video media, etc) in the Files areas.

Part Two: Creating a Quiz in Moodle


The Quiz activity module allows the teacher to design and build quizzes consisting of a large variety of Question types, including multiple choice, true-false, and short answer questions. These questions are kept in the Question bank and can be re-used in different quizzes.

Step 1 Creating the Question Bank
      Category of questions
Step 2   Create a question
        Select type of question
       Question Text
       Basic Question Setting (Score / penalty, etc)
       Question Answer Choices  (choices, score, feedback)
 Step 3   Create Quiz Activity 
         Name, date, time, attempts, shuffle, etc
 Step 4  Add questions you made to Quiz Activity
 Step 5  Take the test (preview / revise / check)

The online documentation for the Quiz Activity (module) in Moodle can be viewed at:
http://docs.moodle.org/24/en/Quiz_module

Here is a handout on how to create a Moodle quiz:
http://www.essex.ac.uk/elen/staff/moodle/pdf/quizzes-moodle.pdf

How to Create a Quiz in Moodle
http://www.youtube.com/watch?v=dNVTrD5O1qc


Saturday, November 24, 2012

Embracing the Challenges of Upheaval in Japanese Higher Education Today


激変する日本の高等教育 : 難局を乗り越えるための7つの改革事案Embracing the Challenges of Upheaval in Japanese Higher Education Today

    • David L. BROOKS
    • 北里大学一般教育部College of Liberal Arts and Sciences, Kitasato University
      Click the Japanese title above to open the CiNii Link for the full text of the article, or use of the  links below. 

収録刊行物

北里大学一般教育紀要   [巻号一覧]
北里大学一般教育紀要 17, 23-53, 2012-03-31  [この号の目次]
北里大学

Keywords:  

Thursday, August 23, 2012

EuroCALL 2012, Aug 22-25, University of Gothenburg, Sweden

Cover It Live:

COVER IT LIVE: Real-time Live Broadcast of EUROCALL 2012 Conference events

Join in above (see CiL Entry Post on this page).
 Try adding your comments or send me a request to be a live contributor.

Prezi for New Music Technologies: Platforms for language growth through content

Dynamic Prezi presentation used in educational showcase session, Wed. August 22, 2012 at EuroCALL 2012 Conference, University of Gothenburg, Gothenburg, Sweden, August 22-25.






New music technologies: platforms for language growth through content

EuroCALL 2012 Conference, University of Gothenburg, Sweden, August 22-25, 2012

I presented an educational showcase session on Wed, August 22 at 17:00pm in A-2 Room 139. 

My educational showcase focused on integrating content-based language tasks, learning strategies, and intercultural competence outcomes through the unique qualities of music as foreign language learning content. Novice or experienced teachers can breathe new life into language and literature courses, or create new content-based classes by capitalizing on the power of music for self-expression and exploring deeper intercultural values. Various apps for the Apple iPad and iPhone  will be demonstrated. 

Full Handout for this presentation can be viewed here: Google Document
Presented at EuroCALL 2012, August 22, 17:00pm at Campus Pedagogen of the University of Gothenburg, Sweden by David L. Brooks, Kitasato University

----------------- Summary ----------


Music is a form of universal expression and communication that offers an emotionally satisfying, intellectually stimulating, and culturally uplifting vehicle for leaning language. Music is individual and global, while ranging from seriously philosophical to outrageously fun. No doubt, it is an important part of the lives of foreign language students. Yet, those who take a foreign language at university, especially a required course, may be disappointed to find the same tired approach to language teaching that has exhausted them with myriads of grammar rules and vocabulary words to memorize, and with content divorced from their own daily realities. However, when the essential elements of that foreign culture: the way people think, what they do, what they eat, and what they listen to – their music – are made available to the learners as objects to explore, they can become enthusiastic about learning the language through live, physical interaction with the other culture. 


The advent of content-based language units and courses into foreign language curricula is a welcomed development. Music is a special form of human communication that has now become even more ubiquitous, a more accessible form of self-expression and social identity, and a more interactive mode of intercultural communication, thanks to innovations in technology. As a content area for learning a foreign language, music is an art form, a personal avocation, and a common cultural element. It affords teachers the opportunity for interdisciplinary thematic approaches that are historical, anthropological, literary in viewpoint that apply the principles of musicology and musicianship to the language learning experience, while also being intrinsically motivating.
The myriad of forms of musical expression open up possibilities for exploration of music's interrelationship to language with its traditions of narrative, poetic, and theatrical genres, and for delving into a deeper examination of intercultural values. It is not necessary to be a musician or music teacher to take advantage of music's attraction and its power to elicit emotional and intellectual engagement. The emergence of new mobile communication devices and interactive media technologies has expanded the classroom’s boundaries beyond the walls of the school building, permeating into students' lives well beyond the classroom, where music occupies a large space. 
  This educational showcase highlights some of the musical applications and devices that run them for adding music-related content and instructional activities to the FL classroom. Actual instructional uses for these mobile ICT devices such as the iPod, iPad, and iPhone, and music apps  will be introduced and guidelines for what to consider in making program decisions for adopting such technology will be given. Features of a classroom environment that supports language growth, creative self-expression, and increased intercultural competence are special considerations. In addition, provisions for successful integration of music content and skills into the language curriculum development will be addressed. Those with a strong interest in music or wanting experience in the use of these forms of mobile technology for language teaching are invited to attend this educational showcase presentation. 


Friday, May 25, 2012

Handout for Language Experience in World Music: Spain TESOL, March 9-11, 2012

Language Experience in World Music: Word Document (Google Docs)

  The above link opens the handout give out for  Exploring Intercultural Competence through Language Experience in World Music, my presentation given at the Spain-TESOL 35th Annual Convention held Universidad de Deusto, Bibao, Spain on March 9-11, 2012.

Abstract:
This workshop will focus on integrating content-based language tasks, learning strategies,
and intercultural competence outcomes by highlighting the unique qualities of music and
ethnomusicology as EFL course content. Novice or experienced teachers can breathe new life into
language and literature courses, or create new content-based classes by capitalizing on the power of music for self-expression and exploring deeper intercultural values.

Note: The file was originally created in Pages (on a Mac) so the conversion to Word did not work completely well (parts for the formatting were rearranged and even destroyed).


Spain TESOL 2012, Bilbao March 9-11: Exploring Intercultural Competence through Language Experience in World Music

TESOL-SPAIN 35th Annual Convention 

 Universidad de Deusto, BILBAO, Spain

 Plurilingualism: Promoting Co-operation between Communities and Nations

 Friday, March 9th – Sunday, March 11th, 2012 

 

 Abstract of Presentation by David L. Brooks:


 This workshop will focus on integrating content-based language tasks, learning strategies, and intercultural competence outcomes by highlighting the unique qualities of music and ethnomusicology as EFL course content. Novice or experienced teachers can breathe new life into language and literature courses, or create new content-based classes by capitalizing on the power of music for self-expression and exploring deeper intercultural values.


 Day: Sat, March 10, 2012 Time: 10:45-11:45 Room: 004 Uni


Detailed summary:
 Exploring Intercultural Competence through Language Experience in World Music Music is a form of universal communication that offers an emotionally satisfying, intellectually stimulating, and culturally uplifting vehicle for leaning language. Music is personal and global, while ranging from seriously philosophical to outrageously fun. As a content area, it affords an interdisciplinary opportunity for thematic approaches that are historical, anthropological, literary in viewpoint, or which apply the principles of musicology and musicianship to the language learning experience. The myriad of forms of musical expression open up possibilities for exploration of music's interrelationship with its traditions of narrative, poetic, and theatrical genres and for delving into deeper examination of intercultural values. This workshop will describe how a content-based language course in music offers teachers the integrated learning of three essential elements for developing their students' English language skills: 1) strategy-based instruction for skill development, 2) holistic content mastery of an interdisciplinary area, and 3) the enjoyment of learning to communicate through self-expression and a variety of learning styles. Although mainly practical in aim, the session will explain the process of integration of content, learning strategies, and developing intercultural competence with instructional tasks, while highlighting the unique features of music and ethnomusicology as content. Addressing instruction that supports language growth, and creative self-expression is a special consideration. A major focus is on ascertaining the factors conducive to developing intercultural competence via music-related content through the use of computer tools, and computer mediated communication technology, as well as the voice, body and instruments. 4) Activities that involve creating possible course syllabi and sample lesson plans will be conducted. 5) Resources for planning and carrying out a content-based courses in music will be explored. Finally, this workshop will benefit any teacher, whether novice or experienced, in applying content-focused, task-based instruction more successfully, particularly those who have a strong interest in music of various genres.



Wednesday, October 26, 2011

Asian Conference on Education, ACE 2011 Osaka, Japan, Oct 27-30

Wednesday, March 30, 2011

Rationale for a Task-based Approach to Intercultural Communicative Competence in Japanese Higher Education.


タスクを中心とする教授法を通した異文化間のコミュニケーション能力開発の原理的根拠
Rationale for a Task-based Approach to Intercultural Communicative Competence in Japanese Higher Education.

    • David L. Brooks
    • College of Liberal Arts and Sciences, Kitasato University


http://ci.nii.ac.jp/naid/110007808885 

The full paper further developed from the ACE 2009 presentation can be found at the Ci.Nii link above.